Transcript Articulate you!

Introduction
PowerPoint
Welcome to Ms. Carmichael’s
English 4 Class
YOU know YOU
best
 The real world is calling…




College Applications
Interview
Scholarship applications
Job interviews
Articulate you!
 Introduce yourself and make it
memorable!
 Be unique but professional
 Always remember your audience
 Who is your audience?
Marker Color Denotes
Introduction Strategy!
If I could be…
 Red: Any piece of furniture I would be _____________
because…
 Orange: A car I would be _____________ because…
 Green: A color I would be _____________ because…
 Purple: An office supply I would be _____________
because…
 Pink: A celebrity I would be _____________
because…
 Black: A flower/plant I would be _____________
because…
Articulate you!
 Introduce yourself and make it memorable!
 Be unique but professional
 Always remember your audience
Write on your
folder…
 My name is________________ & if I
could be any ______________ I would
be ______________ because….
Be prepared to
share
Example
 My name is Ms. Carmichael and if I could
be any office supply I would be a staple
because I hold things together and I keep
everything organized.
Articulate you!
 Depth helps people to know you
better too 
 On your folder, answer the
following questions…
Articulate you!
 What is your greatest
STRENGTH?
 What is your greatest
WEAKNESS?
 If you could only complete ONE
more task in your life, what
would it be? Explain.
Articulate you!
 What is your greatest STRENGTH?
 Organization
 What is your greatest WEAKNESS?
 Flexibility
 If you could only complete ONE
more task in your life, what would it
be? Explain.
 Publish my book because it would be
a shame to have completed writing it
for naught.
Establishing a
Purpose
Goals and College Plans
What is a goal?
 the end toward which
effort is directed
Effort
Why is it important to
have goals?
Purpose!
Effective purpose
 Setting Effective Goals
 First, you must create your “big
picture”—what do you want to do with
your life?
 What you want to achieve in your
lifetime—or at least in the next 15-20
years.
perspective
 where and what you need to do.

Categories
Artistic
Attitude
Career
Do you want to achieve any artistic
goals? If so, what?
Is any part of your mindset holding you
back? Is there any part of the way that
you behave that upsets you? If so, set a
goal to improve your behavior or find
a solution to the problem.
What level do you want to reach in your
career?
Categories
Education
Is there any knowledge you want to
acquire in particular? What information
and skills will you need to achieve other
goals?
Family
Do you want to be a parent? If so, how
are you going to be a good parent?
Financial
How much do you want to earn by what
stage?
Categories
Physical
Are there any athletic goals you want
to achieve, or do you want good
health deep into old age? What steps
are you going to take to achieve this?
Entertainment
How do you want to enjoy yourself? You should ensure that some of your
life is for you!
Public service
Do you want to make the world a
better place? If so, how?
What is your day, week,
month, year, life’s
purpose?
 What are some goals that you
have?
 Make a list. Your list must have at
least 20 life time goals. They can be
short term (Get into college) or long
term (go skydiving over Fiji). Really
put some thought into your list.
Examples
 Bad example: “I want to be rich.”
 Good example: “I want to generate
$100,000 in passive income within 5 years
from this date.”
 Bad example: “I am going to do my
homework.”
 Good example: “I am going to finish my
homework by 8pm each night and I’ll
achieve this deadline by spending one hour
on each subject.”
Obstacles
 Distractions
 Decisions
 Knowing what’s right vs. what’s wrong
 Handbook
 Honor Code
What might prevent
you from completing
your goals this year?
Goals need Direction
Career Research:: How do I
become a _________?
Career Research
https://www1.cfnc.org/Plan/For_A_C
areer/Explore_Careers/Explore_Car
eers.aspx (20 points)
Education
 -What would your major be in school?
 -How many years would you be in
school?
 -What type of school would you need to
attend?
One Technical
School/University that
offers this program
Outlook
 -What would you be paid?
 -Is the job field growing or declining?
 -What is the stress level involved in the
career?
 -Where would I have to live to be
successful in this career?
Real Life Activity
Answers
*you may need a
separate sheet
How suitable am I
for this profession?
Explain
Based on research,
these careers are
alike because…
What would a
school/employer
want to know about
me to see I am right
for these careers?
Writing and Your Career
 Page 3 Writing Handbook
Audience, Purpose,
Mode
Page 5 Writing handbook
Your audience is simple to
determine. Essentially, you ask
yourself: to whom am I writing?
Academic
vs. Non-Academic
Audiences
Audiences
Identify the audience for the
following types of writing—
Be Specific
1. The New York Times2.Americans—What
The New Yorker type of Americans?
3. An Agatha Christie novel
-New Yorkers
4. Beowulf
-Educated
5. A Presidential Speech
-Businesspersons
6. A Letter
to the Editor
7. A Letter
to the Principal
-Liberals
8. A School Newspaper
9. Night
10. An Instruction Manual
Mode:
Narrative Writing:
-relates a personal
experience
-tells a story based on a
real or imagined
events.
-culminates in theme
Expository Writing:
-gives information
-explains something
-clarifies a process
-defines a concept
Persuasive Writing:
-attempts to convince the
reader of something
-based on a topic that is
limited, debatable,
and meaningful.
Descriptive Writing:
-describes an object,
place, or person
-helps reader visualize
description
The main purpose of this
mode is…
To entertain or to
explain/teach or to
reflect
To inform
Sub-Modes
Personal Narrative
Narrative Fiction
Compare and Contrast
Division
Classification
Exemplification
Definition
Reaction
Argumentative Writing
To persuade
To explain/teach or
to reflect
Building A Resume
Skills for the 21st Century
What is a Resume?
 A Summary
 A List of Accomplishments
 A Biographical Sketch
Resumes…
 Audience
 Career/job specific—choose one that you researched
 What would a school/employer want to know about me to see I
am right for these careers?
 Mode




Narrative?
Expository?
Persuasive?
Descriptive?
 Purpose
 Clearly stated in the objective
A Good Resume
 Uses POWER VERBS (writing
handbook!)
 Has PARALLEL structure (writing
handbook!)
 Is unique to the individual
 Has a stated objective.
 Is concise.
 Is Typed
No work Experience?
 That’s okay!
 Include as many interests and school
activities as you can. Make sure you
really highlight your positive attributes
How is this practical?
 Valuable skills
 Economic struggles
 Competitive job market
College Essay
250 words
What can you carry?
 Brainstorm: make a list of all the things
you can carry—think both literally and
figuratively. You have to have at the very
LEAST 15 things on your list, but you
should brainstorm for 3 minutes without
talking to anyone—only writing.
Characterization
 Indirect
Characterization:
Direct Characterization:
when
does not
whenthe
theauthor
narrator
tell
us whatathe
character is
describes
character
like.
We learn
about
directly
and tells
usthe
his/her
character
his speech
qualities.from
Examples?
and actions and dealings
with other characters.
Directly?
How do these things
Characterize people?
Indirectly?
The Things they
Carried
Tim O’Brien
Character Case study
 Character’s name:
 What does the character carry?
 How does the object indirectly
characterize this character?
What does it tell us about him?
For more than ten years I have carried “Forever” in my wallet. While
literally I only carry a worn pink piece of eight by ten paper with faded black ink
that whispers the song by the Beach Boys in my mind, what I really carry is a
promise.
The room is colder than I remember. I can hear the air working
overtime trying to maintain the temperature while the heat intensifies outside. I
sit in the simple, black rubber chair staring at my hands and wondering if I
Let’s
Let’s
look
look
atat
the
you…
made amistake.
The
tiny
gift
box
sitssample…
beside
me
and Iabout
feel the nervous
What
does
this
tell
you
the than
How
does
this
SHOW
you
rather
butterflies tap-dancing in my stomach. When he walks in, I can’t help but smile.
He sits downwriter?
next
to me you
and says
three words,
but
not the three you might
TELL
about
the
person?
expect. He says, “I’ll remember forever.” I hand him the box and thank him,
while trying to fight back the tears and he barely has time to grasp it before we
are interrupted by a flood of people and I walk away feeling the loss acutely.
The card, a thank you for the tiny box, is waiting for me in my cubbyhole the
next day, and as the pink slip of eight by ten paper flutters out I know I’ll
remember forever too.
Occasionally, I will unfold this promise and slowly trace the worn
creases of the paper and remember a time of innocence, love, and excitement.
I will remember who I was, who I am and who I want to become and I will
whisper a prayer for the human race to hold onto the gift of promise forever like
I do.
Indirectly Characterize
yourself
Laziness Jail
Drugs
Senioritis
Friends
Family
So…Feeling
Distractions
Discouraged
Death
Fighting
Finances
Why is it important
to
Procrastination
Tough
practice self
Teachers
apathy
classes
Sickness
reflection?
Not
doing
ME
assignments
Skipping WorkGoofing Off
SHOW don’t Tell
Page (Writing Handbook)
Writing Handbook Page
 Step 1: Read the two paragraphs.
 Step 2: Identify the major differences b/t the
two by creating a T chart.
 Step 3: form an opinion
 Decide which is better
 Have a SPECIFIC example to back up your
response
Writing Handbook Page
Jackie ran a race last weekend
 Linking verb
We are running in a race.
What is the action verb here?
 Passive
Noticeofthat
action
help you be
 Connect the subject
to verbs
additional
What is the
theverb
helping
verb here?
more
information about
theconcise
subject
(seehelping
pg. 11) verbs can
Notice
that many
 Helping verb
also be linking verbs…
 Passive
Keilainisa asentence
shopaholic.
 help the main verb
by extending the
meaning of the verb
Ising isn't something that Keila can
 Action verb
do. Is connects the subject, Keila, to
 Active!
additional information about her, that
 Show that the subject
doinghave
something,
just
she willissoon
a hugenot
credit
existing.
card bill to pay.
Action verbs SHOW rather
than TELL.
 The man is a monster.
 Does this show or tell?
 Not very vivid…in fact it’s dull.
 So…change it to action to show he is a
monster.
The man ripped off the sheep’s
head and ate the eyeballs with
a sickening squishy crunch.
Group work
The best essays…
Step I: individual work
 Read the each essay to yourself and
write your opinion about the writing and
style in the boxes below.
Step II: Individual work
 CIRCLE ALL THE ACTION VERBS IN
EACH ESSAY
Step III: Group work
 Discuss with your group the pros and
cons of each essay and compile two
separate pro/con lists.
Step IV: Group Work
 Decide in your group which of the two
applicants you would accept to your
university (you may only choose one)
and back up your response using
examples form the essay and the advice
given to you.
Step V: Individual Work
 Draft the acceptance letter to the student
and cite something from their essay that
led you to the decision.